Uncategorized Archives - Page 80 of 234

Criminal Justice Publicly Funded Libraries & the Study of Art Project

Part 1A This discussion has two parts:Part 1: Should libraries ban books from their collections? If you agree who should decide, should it be parents, librarians, library users, instructors or library administrators? What criteria should be used to determine if libraries should ban books, language, visual art, or content. Review (Links to an external site.) some reasons listed for banning books. Write a paragraph on your thoughts.Part 2: Should faculty teach art created by artists, writers, producers who have been accused of misconduct? In other words, would you watch a movie directed by Woody Allen? Should English faculty teach books written by Sherman Alexie or Junot Diaz? Should we separate art from artist? These articles may help you as you consider this question:Junot Díaz, Feminism and Ethnicity (Links to an external site.)Separating Art From Author (Links to an external site.)Sherman Alexie Declines Prize (Links to an external site.)Art Should Not Be Separated From Artist (Links to an external site.)Read both of these two attached articles and then use this space to post your answer to the question at the top of the article of one of the articles. (Attached Below)You are the police chief in an affluent predominately Caucasian-American city of 40,000 people. At noon on a Saturday, a group of 100 African-American protesters who advocate for a separate nation for blacks gather at a city park and sidewalks. During the protest a speaker states that the “white oppressors shall be destroyed”, “if the white man brings violence so will we”, “there will never be peace with the whites” and “rise up, do what you must to save our people from the curse of white devils”. The crowd is energized by the speech, but do not leave the park.A group of counter protesters arrive and the situation is becoming tense, but no violence has taken place. The towns mayor approaches you and indicated the speaker is attempting to arouse anger which will incite immediate violence and is disturbing the peace. The mayor demands that you as the chief of police declare the protest an unlawful assembly and if the protesters refuse to leave arrest them for disturbing the peace.Based on your readings of case law, discuss the following questions;1. As the Chief of Police how would you respond to the Mayor’s demand? Would your response be legal?2. If the protesters moved into the street and blocked traffic would that makes a difference? Explain.Review the following cases Brendin v. California Link (Links to an external site.), Hiibel v. Nevada Link (Links to an external site.) and Arizona v. Johnson Link. (Links to an external site.)Focus on vehicle passengers detention, reasonable suspicion and identification requirements. Review the following scenario then discuss the questions.You are an officer on routine patrol and observe a vehicle with an air freshener hanging from the rear view mirror. You determine it is violation of the vehicle code and make a traffic stop. You approach the vehicle and observe the driver and male passenger in the front seat, and two female passengers in the back seat. Additionally, you smell the odor of an alcoholic beverage emitting from the vehicle, however the driver is not under the influence. Both male passengers appear to be in their late 20’s, however in your opinion both female passengers appear to be under 21. You obtain the driver’s identification based on the vehicle code violation (probable cause), and you demand all three passengers provide their identification.Based on your readings of case law, discuss the following questions;1. Are the passengers considered seized(not free to leave) during a traffic stop? Explain.2. Would the officer be allowed (4th Amendment) to demand identification from none, all or just some of the passenger?Answer the questions below: 1. The term Hate Speech has become a popular social phrase, but what does it really mean in regards to pure freedom of speech. Review the United States Supreme Courts Opinions in Snyder v. Phelps each case and explain the rights, or restriction of rights the courts ruled on.2. In the Snyder v. Phelps case Justice Roberts wrote; Speech is powerful. It can stir people to action, move them to tears of both joy and sorrow, andas it did hereinflict great pain. On the facts before us, we cannot react to that pain by punishing the speaker. As a Nation we have chosen a different courseto protect even hurtful speech on public issues to ensure that we do not stifle public debate.Do you agree with that opinion, or do you support more restrictive laws on speech? Explain your answer in detail.3. Review the following video of a man arrested in Scotland for a hate crime. Would the video he made constitute a hate crime (speech) under the First Amendment of the American. Constitution? Explain your answer?

ITS 835 UC Intuits Enterprise Risk Management Discussion

Would you implement the same ERM in your current organization (or future organization)?Select AT LEAST 3 other students’ threads and post substantive comments on those threads, evaluating the pros and cons of that students recommendations:post 1:I agree with the implementation of the risk management approach implemented in developing an ideal enterprise risk management. For the company to invest in fire prevention strategies as opposed to dealing with situations once they have already occurred, it was integral for the entire staff at the company to understand and adapt to the different principles of the risk management framework. The approach used to introduce and ensure that they all understood such issues was critical to the companys success, which in turn helped achieve the objective as the company did. Hence, the approach implemented in actualizing the risk management framework was good enough for the company.Notably, different aspects of the ERM implementation were keen on achieving various objectives. However, the only thing I would change about it would be an improvement in staff involved in its development and implementation. Any employee is often enthusiastic about a program to the extent that he or she participated in its development (Hanna et al. 149). Consequently, if only the workers had a hand in development of some of the principles they would consider integral to success of the company, they would have more enthusiasm implementing the project and aiding in the adaptation of the ERM. This does not take away from the managements oversight role, but it improves on the level of cooperation to achieving target change or improvement in a particular process. Considering that the risks available to business vary from one industry to another, I may not end up implementing the same ERM in a future organization. However, the approaches used in the program would be applicable and suffice in any organization since they include a process and not the specific activities involved therein. Therefore, I would invest in the implementation of the process, in addition to an improvement in employee participation in the project.post 2:When implementing their ERM, Intuit emphasized the need for sustainable risk management capability. Previously, the company had been using ad hoc changes to resolve specific problems as they arise. The method was very ineffective and costly, as it did not allow for prediction. Also, other operations had to be put to hold to address the problem. I agree with Intuits ERM implementation approach. Realizing current measures are incompetent in managing risk, Intuit sought a solution that addresses the challenges encountered. To integrate risk management with normal operations, allowing for prediction and swift interception without having to halt other processes. Consequently, a standard risk framework was established across the enterprise; continuous risk attention towards new threats and possible solutions introduced; emphasized a focus on most significant risks; risk management responsibility was defined, and means for measuring and monitoring performance were introduced.Intuit’s ERM implementation has been successful in improving the company’s risk management process. The implementation process proves to be effective. However, to further improve efficiency, the risk management team should comprise of members from different departments in the organization. In this way, specific challenges to the various functions of the enterprise can be identified with ease and in the right context. The implementation process explored by Intuit is effective and volatile, hence can be adapted to other organizations with the same expected results. I would apply the same implementation process to an affiliated organization.post 3:Intuit had very informal process of managing risks in the organization. The security teams used to act on the risks as they arise and attack on them to solve the issue. This process was not only very informal but also inefficient for the organization and displays the lack of framework for risk management. Later the organization realized the need for ERM which included the risk framework, yearly assessment cycle and integrating the ERM with strategic planning process. Additionally, the organization not only focused on the process but also the capability to ensure the process is aligned with the operation and functions of the company. The organizations strong establishment of common risk framework across organization wide helped gather all the risks irrespective of the various business operations. Focusing on the risks that have most impact on the organization growth, operations and assessing the risks on an ongoing basis helped increase the agility for the organization. Despite of having these strong foundations, the organization also defined the ownership and made the risk management accountable for respective members of the organization. This will create awareness among the team members and action on respective tasks. Lastly, measuring the performance and monitoring the same for determining the areas of improvement. The performance indicators also help in effectiveness of risk management activities.The ERM approach at this organization is a good implementation process, the framework and the various analysis as part of performance such as regression, root cause, pareto, scenario analysis are great benefit to the organizations. The ERM process discussed here provides a rigorous approach for assessments, routine performance measurements and aligning to the goals of the organization. These are things that could be used when implementing ERM for other similar business organizations.

IU The Choice of A Proper Presentation Aid Types Discussion

Discussion – Using Presentation Background As discussed earlier in this course, having compelling words to speak sometimes is not enough to be a truly effective speaker. Body language can send a message different from the words you are speaking, and so can failing to incorporate presentation aids appropriately. First, we should define what presentation aids are. A presentation aid is any type of device that helps you further drive home the point of your speech. Presentation aids can include PowerPoint slides, images, video clips, charts, graphs, sound bites, objects used as examples, and live demonstrations.The purpose of your speech often determines which aids are used and how. For example, it is much more effective to show a graph that illustrates a decline in sales than to simply state that a company has lost profits for its last four consecutive fiscal years. Similarly, if speaking to persuade others positively about climate change, a visual that compares images of a shoreline in present day to what it looked like 10, 15, or even 25 years prior will leave your audience with a better grasp of the impact such a phenomenon can have (in this case, it also goes a long way in proving your credibility). If making a case about the dangers of not wearing protective gear while riding a motorcycle, a speaker might choose to share photos of the outcome other riders have been met with who were not wearing protective gear.Using presentation aids effectively is a balancing act. As with any good infomercial or advertisement, any props used should serve a specific purpose and emphasize the points you are making to your listeners. It can be easy to miss the mark though, especially when trying to account for technical hurdles, limited resources, or other unforeseen circumstances. If sharing photos, be sure they are displayed in color and their resolution is high enough to show the detail you need. If using videos, cue them up before you begin speaking so that they are loaded and ready. Be sure to verify that all of the presentation aids you use are authentic; nothing hurts a presentation more than referencing outdated information or doctored imagery. It is also a good idea to preview the space you will be using before a speaking engagement comes up so that you can get a better sense of the tools at your disposal. If you want to incorporate a pamphlet or handout, verify the number of audience members you are expecting so that you can have enough materials prepared to share.Be sure to avoid having your presentation aids overtake your presentation. Whether slides, a video clip, or a poster board, the presentation aid is not the presentation itself. First and foremost, you are the presentation, and the aids should merely assist you in making your points. Do not incorporate so many aids that listeners could lose focus on you. Do not allow aids to disrupt your message. Lastly, choose aids that are appropriate for the occasion. While it may sound excellent to wow a crowd with a visually appealing video, if you do not have a means for projecting the video to the room, you might consider leaving it out. Do not bring small objects to hold if you are presenting to a large group. You will risk losing the attention of your listeners if only some of them are able to get the full effect of your presentation aids.Selecting presentation aids can be challenging, but this challenge should not deter you from using aids. As you consider what props might help you get your point across, keep in mind that practicing with your presentation aids can only help improve your speech and make you more comfortable when it comes time to execute.Identify three presentation aid types and discuss one advantage and one disadvantage to using each. Be sure to account for details such as audience size or speaking occasion as you explain your reasoning. First reply you need to answer:Using visual aids during a presentation or speech can be beneficial to get your message across to your audience. However, you must know when and how to use them. Three types of visual aids that can be used during a speech are things like “power point slides, whiteboards, and handouts” (Beqiri, 2018). There are advantages and disadvantages to using each. For powerpoint slides; an advantage would be having the audience more focused and a disadvantage would be that the audience may not focus on you entirely. For whiteboards, an advantage would be displaying key points and a disadvantage would be that you would need to ensure the entire audience could view. For handouts; an advantage would be the audience having a physical message in their hands, but a disadvantage could be that the audience would read instead of listen. You would need to consider things like audience size, and whether the entire audience can view your visual aids.Second reply:Three examples of presentation aids are PowerPoint, chart, or a graph. There are advantages and disadvantages to each one of these presentation aids. Some advantages to these aids are giving the audience no matter the size a chance to engage with the speaker, also understand the speech more because there are images or a graph. People understands more when they can see and hear what you are talking about. “Presentation aids have various disadvantages. One of the advantages is that they are impermanent. Some of them require being transported from one point to another like charts (Nelson,2015).” Also where using a chart or graph could really disorient the audience and prevent them from hearing what you have to say, in other words drawing attention away from your main point of the speech all together. These are things to take in account when using presentation aids when giving a speech.

IUB Political Science the United States Towards Independence Questions

Complete the Study Guide 1. In the Declaration of Independence Jefferson derives a right of rebellion from the claim that consent is the rightful basis of all political authority. What is the logic behind this claim about consent? Does the right of rebellion only apply against monarchs who abuse power? May it also be invoked against other despots, e.g. Parliament? Or does the rise of representative government make rebellion unnecessary, and also unjust? Explain, drawing on key texts to make your argument.2. According to James I, the divine right of kings authorizes unlimited power for monarchs. How does he make this argument in The Divine Right of Kings? How were opponents of monarchy in England able to use the doctrine to limit the power of Charles I, and expand the power of Parliament, according to Morgan? Is it possible to discover similar limits in the doctrine of popular sovereignty, such that representative governments may be reined in by those who fear majority rule, or at least rule by bare majorities? Or is popular government unlimited and unchecked by virtue of its claimed foundation in consent of the governed, as Loyalists like Chalmers feared?3. What are the main principles of Calvinism, and how were they reflected in the Puritan project of establishing a city on a hill in Massachusetts Bay Colony? Was the Puritan theology reflect in the distribution of rights and liberties among the colonists? How did the system of inclusion and exclusion in voting and office holding in New England reflect the primary goal of the colony? In what manner did the content of the criminal codes and system of enforcement reflect on the theology of the New England Puritans? Overall, did these aspects of New England impede or facilitate cooperation with other colonies? Please explain with reference to key texts.4. What implications does the Quaker (Friends) religious doctrine of the Inner Light have for conceptions of human nature? How does this contrast with the Five Points of Calvinism? Working from the Quaker Inner Light, what political principles did William Penn hope to achieve in his Holy Experiment in Pennsylvania? How were Penns goals and theological principles extended to the frame of government, voting rights, and qualifications for office? How did the laws and criminal codes reflect this same Quaker thinking? Overall, did the qualities of Pennsylvania contribute to or detract from cooperating with other colonies for independence? Explain with reference to primary texts.5. Which of the three colonial experiments the model of Christian charity in Massachusetts, the polity of brotherly love in Pennsylvania, or the Anglican stronghold of Virginiawas most democratic? Which was least enthusiastic about declaring independence from Great Britain? What should we conclude about the relation between the desire for independence and the commitment to democracy in the American colonies on the eve of war in 1776, subsequent Declarations of Rights and Frames of Government, or constitutions of the independent states?6. No taxation without representation was a rallying cry for independence in the British colonies of North America. What sort of representation did the colonists have in mind, and why was it necessary in their view? Did their concept of representation depart from British understandings of representation in Parliament after the Glorious Revolution? If so, what accounts for this departure? If not, how did the colonies justify revolution?7. What were the principal loyalist arguments against independence, including those advanced by Chalmers in Plain Truth? On the basis of these arguments should we conclude that Loyalists opposed representative government, or were their objections aimed at the specific type of representation embodied in Paines simple government? Explain, drawing on key texts.8. What are the defects of mixed-government as Thomas Paine identifies them in Common Sense? Further, what are the defects of monarchy contained in his argument? What form does his alternative simple government take on, and what arguments does Paine offer to recommend it? In light of Paines thoughts on government in Common Sense how might we expect him to judge the various state constitutions being framed as he wrote?9. What attempts were made to form a Union between the colonies prior to independence? What motivated these attempts, what were their fates, and how did their structures compared with the eventual Articles of Confederation of the United States? What challenges to the adoption and operation of those various attempted unions can be identified and how, if at all, did those same issues reoccur for the Articles of Confederation of the United States?10. What were the main arguments in favor of independence, according to Paine? How similar were his arguments to those of the Continental Congress in its Declaration of Independence? Were there any significant differences between Paines advocacy of independence and the reasoning of the Declaration? If so, what were they, and what accounts for the differences? If not, what did the Declaration accomplish that Paine hadnt already done?11. Does the structure of political authority under the Articles of Confederation reflect the self-evident truths expressed in the Declaration of Independence, or not? If so, show in detail how political life under the Articles faithfully reflected the Declaration. If not, explain why the Articles depart from principles that justified independence in the first place. (Note: the structure of political authority under the Articles of Confederation includes state governments, as well as the Confederal Congress, as you will explain in your answer.)12. The people rule, according to the doctrine of popular sovereignty. How, and why, did colonists interpret this fiction in a way that accepted slavery, denied women a role in political life, and reserved political office for men of means? In what sense, if any, was the cause of liberty served by these exceptions to the language of the Declaration of Independence, which speaks of universal and inalienable rights? Or is this just another example of the way in which ideological fictions mask the realities of political power?Chalmers Plain Truth Reading:

Assignment 3: helping an international friend develop as a team leader

Did not submit or incompletely recommended whether or not your friend should insert herself as a coach from the beginning. Did not submit or incompletely provided a rationale for your response.

Partially recommended whether or not your friend should insert herself as a coach from the beginning. Partially provided a rationale for your response.

Satisfactorily recommended whether or not your friend should insert herself as a coach from the beginning. Satisfactorily provided a rationale for your response.

Thoroughly recommended whether or not your friend should insert herself as a coach from the beginning. Thoroughly provided a rationale for your response.

2. Determine two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Propose concrete solutions for these two (2) possible conflicts.Weight: 15%

Did not submit or incompletely determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Did not submit or incompletely proposed concrete solutions for these two (2) possible conflicts.

Partially determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Partially proposed concrete solutions for these two (2) possible conflicts.

Satisfactorily determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Satisfactorily proposed concrete solutions for these two (2) possible conflicts.

Thoroughly determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Thoroughly proposed concrete solutions for these two (2) possible conflicts.

3. Determine whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Provide a rationale for your response.
Weight: 10%

Did not submit or incompletely determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Did not submit or incompletely provided a rationale for your response.

Partially determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Partially provided a rationale for your response.

Satisfactorily determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Satisfactorily provided a rationale for your response.

Thoroughly determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Thoroughly provided a rationale for your response.

4. Determine two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Provide two (2) examples to support your response.
Weight: 20%

Did not submit or incompletely determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Did not submit or incompletely provided two (2) examples to support your response.

Partially determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Partially provided two (2) examples to support your response.

Satisfactorily determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Satisfactorily provided two (2) examples to support your response.

Thoroughly determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Thoroughly provided two (2) examples to support your response.

5. Predict two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.). Suggest two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Justify your response.
Weight: 20%

Did not submit or incompletely predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.). Did not submit or incompletely suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Did not submit or incompletely justified your response.

Partially predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Partially suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Partially justified your response.

Satisfactorily predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Satisfactorily suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Satisfactorily justified your response.

Thoroughly predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Thoroughly suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Thoroughly justified your response.

6. 5 referencesWeight: 5%

No references provided

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

7. Writing Mechanics, Grammar, and FormattingWeight: 5%

Serious and persistent errors in grammar, spelling, punctuation, or formatting.

Partially free of errors in grammar, spelling, punctuation, or formatting.

Mostly free of errors in grammar, spelling, punctuation, or formatting.

Error free or almost error free grammar, spelling, punctuation, or formatting.

8. Appropriate use of APA in-text citations and reference sectionWeight: 5%

Lack of in-text citations and / or lack of reference section.

In-text citations and references are provided, but they are only partially formatted correctly in APA style.

Most in-text citations and references are provided, and they are generally formatted correctly in APA style.

In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.

9. Information Literacy/Integration of SourcesWeight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.

10. Clarity and Coherence of WritingWeight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

Business management, negotiations | Management homework help

Need 100% authentic work, no plagiarism. Can use websites for references
Negotiations.
1. Case titled BARGAINING PRICE WITH THE CHINESE (Rob March) page 2
Answer ALL the following questions:
1. He realized the value of thinking like ones opponent seeing things as they do. Explain what this means and give some examples to illustrate this view.
2. The Chinese insisted that custom required the visitorGlazerto make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first What are the advantages and drawbacks of making the first offer?
3. Glazer could hardly believe that he had lowered his price twenty per-cent that week: What does this tell you about Glazers ZOPA?
4. What can we assume about the way Glazer did his due diligence? Evaluate the approach.
5. Name three tactics the Chinese used in the second meeting. Evaluate briefly how Glazer dealt with them.
6. Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines.: What does this tell you about Glazers preparation strategy for the negotiation?
7. For the first time, the Chinese made a counter offer. Auger-Aiso accepted, and agreement was reached Why do you thing Auger Aiso agreed at this point?
8. He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start How does this belief relate to understanding the difference between distributive and integrative bargaining?
Supply a brief heading for each answer and use the Define-Exemplify-Reflect pattern wherever possible.
Wordcount: 1200-1800 words
-Cover, Table of Contents, References and Appendix are excluded from the total word count.
Font: Arial 11 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in the Harvard citation style.
It assesses the following learning outcomes:
Outcome 1: Have an in-depth understanding of the keys to successful negotiation
Outcome 2: Critically appreciate negotiation styles, strategies, and tactics
Outcome 3: Identify and create alternative negotiation strategies and tactics (own and of the other party)
Outcome 4: Understand and apply due diligence, briefing and debriefing
Outcome 5: Evaluate the difference between distributive and integrative bargaining
CASE STUDY: BARGAINING PRICE WITH THE CHINESE
Overview
K. G. Marwin Inc. developed a particular technology in the 1980s, called the Trilliamp Process, that the Chinese government sought to integrate into an ethylene facility in Lanzhou, the capital of Gansu province. It signed a contract with Marwin, which in 1985 invited inquiries from U.S. and Japanese manufacturers for production of the machinery. Marwin recommended the Japanese company Auger-Aiso as most capable of producing the turbines, while the Chinese invited two U.S. companiesFederal Electric and Pressure Inc., which manufactured through the large Japanese trading company Mitsuboto compete for the multi-million-dollar contract.
The Scene
To undertake the negotiations with the three prospective suppliers, six Chinese officials and three representatives from the Bank of China were selected. The Auger-Aiso chief negotiator was Todman Glazer, the companys Japan branch manager from the United States who resided in Tokyo and was assisted by his Japanese colleagues. Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines. He realized the value of thinking like ones opponentseeing things as they do. This was the first potential deal with China in the ethylene market, and Auger-Aiso faced stiff competition from Mitsubo, which had already cornered the Chinese oil-processing market. At the first negotiation meeting in Beijing, the Chinese insisted that custom required the visitorGlazerto make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first. Glazer began by addressing the excellence of Auger-Aiso technology, explaining that the manufacturing would all be done in Japan to ensure product excellence. When the Chinese offered no indication of their position or price, Glazer felt obliged to quote an upper-range price that would allow flexibility. The Chinese still made no comment. In the afternoon, the Chinese heard offers from the combined Mitsubo-Pressure team, then Federal Electric. By the end of the day, Federal Electric had dropped out of the race, accepting that it could not compete.
Revolving Doors, Changing Moods
During the first week of negotiations, a pattern emerged. The Chinese would meet with Glazer and his colleagues in the morning and ask for a price, saying that their competitors had already bid such-and-such a price, which was invariably lower than the last Auger-Aiso bid. They would meet with Mitsubo-Pressure in the afternoon and use the same approach, causing the latter to drop its price. Moreover, each meeting would end with the Chinese saying, We will call you tomorrow.
But, because they never called, both prospective vendors became panicky and visited the Chinese office without notice to present an even lower bid. As the Chinese kept the vendors guessing and in the dark, Glazer understood how the Chinese had earned a reputation as master negotiators. At the second meeting, tactics changed and there were different people representing the Chinese side. An antagonist would suddenly burst out in loud Chinese and harangue the Auger-Aiso side for some fifteen minutes, complaining about the quality of the machines they were offering. A protagonist would then intervene and, apologizing for his colleague, would say he had been upset about the current situation.
Glazer regarded these outbursts as no more than arranged role playing, designed to make the protagonist (the good guy) appear more trustworthy to the foreigners. But, Glazer realized, all the participants were play-acting. Then there was yet another change. The Chinese located the Auger-Aiso and Mitsubo-Pressure teams near the meeting room, in adjacent rooms. Mitsubo-Pressure would be called in and asked for its best price. After the team had returned to its room, Auger-Aisowould be called in, told the latest price, and asked if it could beat this. When the prospective vendors could drop their price no lower, they would add something to the package. Auger, for example, added oil gauges for its turbines, effectively a three-percent add-on. Even so, the Chinese still would not commit to placing an order.
When the Price Is Right
Glazer could hardly believe that he had lowered his price twenty per-cent that week; to do so would have been out of the question in the United States. On the final day, Auger-Aiso made another offerand, for the first time, the Chinese made a counter offer. Auger-Aiso accepted, and agreement was reached. A few hours later, Mitsubo-Pres-sure came back with an even lower price, but the deal had already been struck. Glazer spoke later about how difficult it was to compete with Japanese trading companies, explaining that U.S. companies had so many factors to bear in mind, including insurance and a variety of liabilities. Meanwhile, Japanese trading companies, which had vastly different legal parameters [within which] to operate within, could more easily focus on getting contracts and closing deals. He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start.

Case study waterways | Accounting homework help

Waterways
WP19 Waterways Corporation is a private corporation formed for the purpose of providing the products and the services needed to irrigate farms, parks, commercial projects, and private lawns. It has a centrally located factory in a U.S. city that manufactures the products it markets to retail outlets across the nation. It also maintains a division that performs installation and warranty servicing in six metropolitan areas.
The mission of Waterways is to manufacture quality parts that can be used for effective irrigation projects that also conserve water. By that effort, the company hopes to satisfy its customers, perform rapid and responsible service, and serve the community and the employees who represent them in each community.
The company has been growing rapidly, so management is considering new ideas to help the company continue its growth and maintain the high quality of its products.
Waterways was founded by Will Winkman, who is the company president and chief executive officer (CEO). Working with him from the companys inception is Wills brother, Ben, whose sprinkler designs and ideas about the installation of proper systems have been a major basis of the companys success. Ben is the vice president who oversees all aspects of design and production in the company.
The factory itself is managed by Todd Senter who hires his line managers to supervise the factory employees. The factory makes all of the parts for the irrigation systems. The purchasing department is managed by Helen Hines.
The installation and training division is overseen by vice president Henry Writer, who supervises the managers of the six local installation operations. Each of these local managers hires his or her own local service people. These service employees are trained by the home office under Henry Writers direction because of the uniqueness of the companys products.
There is a small human resources department under the direction of Sally Fenton, a vice president who handles the employee paperwork, though hiring is actually performed by the separate departments. Teresa Totter is the vice president who heads the sales and marketing area; she oversees 10 well-trained salespeople.
The accounting and finance division of the company is run by Ann Headman, who is the chief financial officer (CFO) and a company vice president. She is a member of the Institute of Management Accountants and holds a certificate in management accounting. She has a small staff of accountants, including a controller and a treasurer, and a staff of accounting input operators who maintain the financial records.
A partial list of Waterways accounts and their balances for the month of November follows.
Instructions

a. Based on the information given, construct an organizational chart of Waterways Corporation.
b. A list of accounts and their values are given above. From this information, prepare a cost of goods manufactured schedule, an income statement, and a partial balance sheet for Waterways Corporation for the month of November.

Case problem 13.1 | Accounting homework help

Case problem 13.1Mary and Nick Stalcheck have an investment portfolio containing 4 vehicles. It was developed to provide them with a balance between current income and capital appreciation. Rather than acquire mutual funds shares or diversify within a given class of investment vehicle, they developed their portfolio with the idea of diversifying across various types of vehicles. The portfolio currently contains common stock, industrial bonds, mutual fund shares, and options. They acquired each of these vehicles during the past 3 years, and they plan to invest in other vehicles sometime in the future.Currently, the Stalchecks are interested in measuring the return on their investment and assessing how well they have done relative to the market. They hope that the return earned over the past calendar year in excess of what they would have earned by investing in a portfolio consisting of the S P 500 Stock Composite Index. Their research has indicated tha the risk-free rate was 7.2 % and that the (before-tax) return on the S P 500 was 10.1% during the past year. With the aid of a friend, they have been able to estimate the beta of their portfolio, which was 1.20. in their analysis, they have planned to ignore taxes, because they feel their earnings have been adequately sheltered. Because they did not make any portfolio transactions during the past year, all the Stalchecks investments have been held more than 12 months and they would have to consider only unrealized capital gains, if any. To make the necessary calculations, the Stalchecks have gathered the following information on each of the 4 vehicles in the portfolio.Common Stock. They own 400 share KJ Enterprises common stock. KJ is a diversified manufacturer of metal pipe and is known for its unbroken stream of dividends. Over the past years, it has entered new markets and, as a results, has offered moderated capital appreciation potential. Share price has risen from 417.25 at the start of the last calendar year to $ 18.75 at the end of the year, quarterly cash dividends of $0.20, $0.20, $0.25, and $0.25 were paid.Industrial bonds. The own 8 Cal Industries bonds. The bonds have $1000 par value, have a 9.250% coupon, and are due in 2018. The are A-rated by Moodys. The bond is quoted at 97.000 at the beginning of the year and ended the calendar year at 96.375%.Mutual funds,. They hold 500 shares in the Holt fund, a balanced, no-load mutual fund. The dividend distributions on the fund during the year consisted of 0.60 in investment income and $0.50 in capital gains. The funds NAV at the beginning of the calendar year was $19.45 and at the end of the at $20.02.Options. They own 100 options contracts on the stock of a company they follow. The value of these contracts totaled $26,000 at the beginning of the calendar year. At year-end the total value of the options contract was 429,000.Questions:a. Calculate the holding period return on a before tax basis for each of these 4 investments vehicles.b. Assuming that the Stalchecks ordinary income is currently being tax ear a combined (federal and State) taxes rate of 38% and that they would pay a 15% capital gains tax on dividends aand capital gains for holding periods longer than 12 months, determine the after-tax HPR for each of the 4 investment vehicles.c. Recognizing that all on the Stalchecks investments were unrealized, calculate the before-tax portfolio HPR for their vehicle portfolio during the past calendar year. Evaluate this return relative to its current income and capital gain components.d. Use the HPR calculated in question c to compute Jensen;s measure (Jensens alpha). Use the measure to analyze the performance of the Stalchecks portfolio on a risk-adjusted, mark-adjusted basis. Comment on your finding. Is it reasonable to use Jensens measure to evaluate a 4-vehicle portfolio? Why or why not?e. On the basis of your analysis in a, c, d, what, if any, recommendations might you offer the Stalchecks relative to revision of their portfolio? Explain you recommendations. Please do in memo not to exceed 500 words

Genogram and interpretation | Nursing homework help

(Family History)
Genetic History/ Genogram and Interpretation (25 points)

Complete a family history from a client of your choosing. The following form can be found on the AMA website at http://www.ama-assn.org/ama/pub/physician-resources/medical-science/genetics-molecular-medicine/family-history.page and is available for use. Please use this form when completing the Family History Assignment. Download this copy to your computer and type in the appropriate information. Use and complete this form thoroughly. Then each student is to go to the website http://www.smartdraw.com/specials/genealogy.asp and sign up for the free access. Please be aware that the free access is time limited. Follow the directions on the website. Starting with the paternal and maternal grandparents, construct a genogram of the clients family using the appropriate symbols and connections. Include a grid explaining the symbols that you have used. Include parental siblings and the clients siblings. Type a brief 1 2 page explanation of the genogram. Provide a narrative of your interpretation of the family history to include the following:
1.            Patterns of disease.
2.            Opportunities for patient education.
3.            Factors complicating your interpretation.
4.            Risk Classification.
5.            Identify where more information is needed.
6.            This is to be written according to the APA guidelines. Use a title page. Attach the grading criteria to the back of your paper.

Genetic History, Genogram and Interpretation Rubric (25 Points)

Assignment instructions sociology 330 research methods assignment 3:

Assignment Instructions SOCIOLOGY 330 RESEARCH METHODS Assignment 3: Questionnaire

Assignment Instructions

SOCIOLOGY 330
RESEARCH METHODS

Assignment 3: Questionnaire (25 points):
Due no later than 11:55p ET on Sunday of Week 7
Purpose: The purpose of exercise is to develop a short questionnaire containing both close-ended survey questions and open-ended questions. Students will go through the research design process from research question, to survey construction, to analysis of survey results and theory building using a peer-reviewed article.

Requirements:

Your assignment should include

All sections 1-9

This assignment does not have to be written in essay format. You may organize it by section, question number with question text, and then your answer.

APA formatting should be used throughout. Any time your paraphrase or directly quote a source (such as your article), in-text citations should be used. A full APA-formatted reference should be included at the beginning or end of assignment.

Disclaimer
Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
1.Research Question (1pt)

1)      Develop a clear, specific, sociological research question that will investigate the relationship between two social phenomena/behaviors/facts.

2. Conceptual and Operational Definitions (5pts)
2)      Clearly identify the variables in your research question
3)      Identify which variable is your independent variable, and which variable is your dependent variable.
4)      Provide a conceptual definition for each variable. (i.e. similar to dictionary definition)
5)      Describe what type of variable each variable is.
6)      Provide an operational definition for each variable. (i.e. how the variable is going to be measured)

3. Hypothesis (1pt)
7)      Develop a hypothesis for your research question a statement of what direction you believe the relationship between your two variables will be.

4. Questionnaire Construction (3 pts)
8)      Develop 5-10 closed-ended questions (*for groups: 10-15 questions)
a.       Some of these should measure basic socio-demographic characteristics (i.e. age, race/ethnicity, gender, SES)
b.      The rest should be indicators for your variables
c.       These should be constructed based on the type of variable you are measuring.
9)      Develop 2-5 open-ended questions for to help measure your variables (* for groups: 3-7 questions)
a.       This is going to help provide some rich qualitative information and serve as a check for the internal validity of your close-ended questions

5. Sampling Design (2 pts)
10)  Describe your population, sampling frame, and method
11) Describe your sample

6. Administer the Questionnaire (1 pt)
12) Have 3-5 people complete your questionnaire. (*for groups: 10 people per person)
a.       This may be done face-to-face where you ask the questions, the respondent answers, and you record the information
b.      This may be done via a form that people fill out (i.e. it could have been sent to some friends/family via email or handed to them in the kitchen)
c.       When asking people to complete the questionnaire, you need to inform them that it is voluntary, and their identity will be kept confidential
                                                                i.      Do not put a place for name on the questionnaire

6. Compile the results of your questionnaire into a table (1 pt)
13) This provides you with a simple count
14) *For groups only: consolidate data and consult with professor by Week 6 about data analysis.

Sample Table

Indicators

Respondent 1

Socio-demographic measures

Age

Gender

female

Male

Etc.

Variable 1

Measured by Q1

C neither agree nor disagree

A strongly agree

D disagree

B agree

Q8 (open-ended)

R1 described their daily activities in the household

R2 described their daily activities in the household

Variable 1

Measured by Q2

5 hours

29 hours

3 days a week

7 days a week

Etc.

7. Analyze the results of your questionnaire (see chapter 12) (3 pts)
15) Provide descriptive statistics (counts) of the responses
16) Identify trends in the data results
17) Conduct a chi-square test (optional)
18) How do these results help you to answer your research question

8. Peer-Reviewed Article (3 pts)
19) Find 1 peer-reviewed article that is related to your research question.
20) Briefly describe the article (thesis/research question, hypothesis, methods, findings)
21) Compare and discuss the methods and findings of the article to your own small study

9. Discussion (4 pts)
22) Briefly summarize the research purposes, methodologies, and key findings (in a non-statistical manner) of your study
23) What are the strengths of your study and findings
24) What are the weaknesses of your study and findings
25) Discuss implications for future research on your research question

10. Reflection (1 pt)
26) Briefly discuss what you learned about research methods through this assignment.